When a child shows challenging behaviour, many parents immediately ask themselves:
“Am I doing something wrong?”
“Why does my child keep doing this? What is the reason behind?”
“How can I stop this behaviour?”
Positive Behaviour Support (PBS) offers a different and far more helpful way of looking at these questions. Instead of focusing on stopping behaviour, PBS focuses on understanding behaviour and helping children learn better ways to cope, communicate, and succeed.
Behaviour Is Communication
PBS is based on a simple but powerful idea: children’s behaviour is a form of communication that they express their feelings and thoughts. When a child hits, screams, refuses, or melts down, they are usually trying to express something they cannot yet say clearly. This might include frustration, fear, sensory overload, tiredness, or a need for attention or control.
PBS helps parents move from asking “What’s wrong with my child?” to “What is my child trying to tell me?”
What PBS Is and What It Is Not？
Being “soft” or allowing children to behave as they like is not what PBS is all about. Around the world, schools, therapeutic facilities, and homes employ this methodical, research-based approach, particularly for children with:
- Developmental delays or intellectual disabilities
- Neurological conditions: Autism Spectrum Disorder, Down syndrome, etc.
- Emotional or behavioural difficulties
By giving children the skills they need to handle daily challenges, PBS hopes to enhance behaviour and quality of life.
PBS focuses on:
- Preventing behaviour issues before they arise
- Teaching positive replacement behaviours
- Adjusting the surroundings to reduce tension and frustration
- Using reinforcement and praise to promote positive behaviours
Why PBS Works Better Than Punishment？
In the past, punishment was frequently used to deal with problematic behaviour. Punishment may temporarily stop behaviour, but it rarely results in long-term improvement, according to research. Fear may cause children to comply, but they do not learn how to do it.
PBS is grounded in behavioural science, particularly the idea that behaviour increases when followed by positive outcomes. When children experience success, encouragement, and understanding, they are more likely to repeat positive behaviour.
For example:
- A child who is praised for asking for help is more likely to ask again
- A child is less likely to have an emotional outburst if they feel safe
- A child who understands expectations is less likely to resist them
How PBS Looks at Home？
At home, PBS could involve:
- Identifying patterns in your child’s underlying behaviour issues
- Identifying triggers such as hunger, transitions, noise, or fatigue
- Teaching basic communication strategies like asking for breaks
- Adjusting or modifying the routines to promote predictability and calm
PBS does not expect parents to be perfect. It recognises that parenting is hard and that children learn best when adults are consistent, supportive, and responsive.
The Bigger Picture
PBS is often used as part of a tiered system, meaning support can be adjusted based on a child’s needs. Some children only need basic structure and encouragement, while others require more individualised strategies.
The goal of PBS is not just “better behaviour,” but better relationships, better learning, and a better quality of life for both the child and the family.
References
Allen, D., McGill, P., Hastings, R., Toogood, S., Baker, P., Gore, N., & Hughes, J.C. (2013). Implementing positive behavioural support: Changing social and organisational contexts. International Journal of Positive Behavioural Support, 3(2), 32-41.
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Hieneman, M. (2015). Positive behavior support for individuals with behavior challenges. Behavior Analysis in Practice, 8(1), 101-108.
Horner, R., Sugai, G., Eber, L. & Lewandowski, H. (2004). Illinois Positive Behavior Interventions and Support Project: 2003-2004 Progress Report. University of Oregon: Center on Positive Behavior Interventions and Support & Illinois State Board of Education
Jarmolowicz, D. & Tetreault, A. (2015). Positive Behavioral Interventions and Support as Behavior Analysis in Practice: Why Is This Even Controversial? Behav. Anal. Pract 8(1), 86-87.
Lefrancois, G.R. (2006). Theories of human learning: What the old woman said. Alberta: Thomson Wadsworth.
Muscott, H., Mann, E. & LeBrun, M. (2008). Positive Behavioral Interventions and Supports in New Hampshire; Effects of Large-Scale Implementation of School-wide Positive Behavior Support on Student Discipline and Academic Achievement. Journal of Positive Behavior Interventions, 10, 189-205.
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Positive Behavioural Support (PBS) Coalition. (2015). Positive Behavioural Support: A Competence Framework. London: PBS Coalition UK.
Putnam, R., Horner, R. & Algozzine, R. Academic Achievement and the Implementation of School-wide Behavior Support. PBIS Newsletter 3 (1). Retrieved from http://www.pbis.org/pbis_newsletter/volume_3/issue4.aspx
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